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Kuyiqiniso ukuthi le misindo kanye namagama izingane azihlangani nakho emphakathini kundiza emoyeni, kodwa kuyingxenye yolimi olukhulunywayo, olufundwayo, olubhalwayo kanye nolulalelwayo. Umfundi uhlangana nakho ezindabeni ezixoxwayo, emibhalweni enhlobonhlobo, njalonjalo. Akukho lapho umfundi ake ahlangane khona nohlamvu emphakathini olungu ‘ng’ luzihambela lodwa, lungasebenzi embhalweni othile onomqondo. Le ndlela yokufundisa ukufunda okubhaliwe yenza umfundi angaboni ukuthi lokhu okufundwayo kuhlangana kanjani nempilo, kanti kungamenza akukhohlwe masinya nalokho obekufundiswa. Njengoba bese ngike ngachaza ukuthi izingane zifunda ulimi ngezikubona kwenzeka emphakathini, okwenzeka ekhaya, noma yini okuzizungezile, kuneqhaza okulibambile ekuthuthukeni kwengane ukufunda okubhaliwe (Vygotsky, 1978; Au, 1997). Ngenxa yokuthi othisha abanalo ulwazi olwanele ngokuthi izingane lapho zifunda umbhalo, kumele zifundiswe ukufunda ngendlela yokuthi zikwazi ukuwuqonda, bazitshela ukuthi izingane zisencane ngakho zingeke zafundiswa ukufunda okubhaliwe ngokukuqondisisa. Ngamanye amazwi lokhu kwenza ukuba bagxile emisindweni nasemagameni. Kanti njengoba ngichazile esahlukweni sesine ukuthi nakuba imisindo / izimelamsindo zibalulekile, kodwa lokhu akusho ukuthi sekufanele kube yizo ezisemqoka kunakho konke. Ngichazile esahlukweni sesine ukuthi i-NRP (2000) iyakugcizelela ukuthi nakuba ukufundisa izimelamsindo kubalulekile, kodwa lokhu kufanele kube yisendlalelo sokufundisa ukufunda okubhaliwe. Ibeka ukuthi kungumqondo omuhle ukuthi uthisha athathe isikhathi esingangemizuzu eyishumi nsukuzonke ukwenza lokhu lapho efundisa ukufunda okubhaliwe (NRP, 2000; Pressley & Hilden, 2006). Ngaleyo ndlela lokhu akusho ukuthi uthisha usengathatha isikhathi sonke sokufundisa ukufunda okubhaliwe efundisa ulwazi lwezimelamsindo. Ngamanye amazwi abakwenzayo othisha kuyaphambana nokushiwo yilaba bacwaningi. Kanti futhi ucwaningo luveza ukuthi ukufunda okubhaliwe ngokukuqonda akuzenzakaleli nje, noma ngabe abantwana bangafundiswa ulwazimagama, ulwazi lokuhlonza amagama, kanye nokuthuthukiswa kolimi olukhulunywayo, kodwa kudinga ukuba kufundiswe (Duke, Pressley & Hilden, 2004). 283
Njengoba ngike ngachaza esahlukweni sesine, uDuffy (2009, p. 198) ugcizelela ukuthi ulwazi lwezimelamsindo, lokhu othisha abathi yimisindo, kumele lufundwe njengesendlalelo sokuz<strong>of</strong>undwa (pre-reading activity) futhi kuvame ukufundiswa izingane ezisacathulayo ekufundeni okubhaliwe. Lokhu kusho khona ukuthi njengoba othisha begxila ekufundiseni ulwazi imisindo kuze kuphele iviki, okuyinto eyenzeka masonto onke, kusho ukuthi basuke besesigabeni sesendlalelo sokuz<strong>of</strong>undwa lonke lelo viki. Ngaleyo ndlela abafundisi izingane benenhloso yokufunda okubhaliwe, okungukuba izingane zifunde okubhaliwe ngokukuqonda, kakhulukazi esikoleni iMbalenhle ebangeni lesibili nelesithathu, naseGolide ebangeni lesibili. Nakuba nakhona ebangeni lesithathu esikoleni iGolide uthisha uNtombifuthi engagxili kakhulu emisindweni, kodwa, yize esebenzisa imibhalo eyizindaba ukuba izingane zifunde, okukhulu kuye kusuke kuwukuba izingane zifunde ukuhlonipha izimpawu zokukhanyisa, ukuphimisa kahle amagama lapho zifunda, kodwa zingathuthuki ngokuzimela ekufundeni okubhaliwe. Ngikusho lokhu ngoba akaniki izingane ithuba lokuba zizitholele zona ngokwazo ukuthi indaba ikhuluma ngani, ziqagele noma zibikezele okuzokwenzeka endabeni, njalonjalo. Kodwa zithi ziqambe ziyifunda indaba, zisuke seziyazi yonke. Ngikusho lokhu ngoba usuke esezixoxele indaba yonke, futhi wazifundela yena kuqala ngaphambi kokuba ziyifunde. Ngaleyo ndlela uthisha wenzela izingane umsebenzi okufanele ukuba ngabe zizenzela zona. Lokhu kuphambene nombono wama-social constructivists, abeka ingane phambili, kube yiyona ebalulekile, nebambe iqhaza elibonakalayo ekufundeni kwayo. Ngamanye amazwi yingakho ukuthuthuka kwezingane ekufundeni okubhaliwe kuhamba kancane, kusukela emabangeni aphansi. Kuyacaca futhi ukuthi lapho othisha befundisa, abagcizeleli ukuba izingane zifunde umbhalo ngokuwuqondisisa kodwa bagcizelela ekutheni zikwazi ukubhala amagama nemisho. Lokhu akwehlukile kulokhu okushiwo ngabacwaningi ukuthi lapho umuntu efunda umbhalo kodwa ebe engaqondi lutho ngawo, kufana nokuthi lowo muntu ‘uzisholo nje amagama asembhalweni noma uyawaphimisa’ kunokuba kungathiwa 284
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AN EXPLORATION INTO THE PEDAGOGY OF
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DECLARATION I, ZINHLE PRIMROSE NKOS
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I dedicate this thesis to the follo
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ACKNOWLEDGEMENTS Numerous people ha
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AMAZWI OKUBONGA Ngifisa ukubonga ku
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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2.5.2.1 UKUZILUNGISA (SELF CORRECTI
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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lwasekhaya bayahlomula ngalezi zinh
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imiphumela yocwaningo lwangonyaka w
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Kodwa manje ukufunda ukufunda okubh
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1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
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angamaphesenti angama-21 (Zulu Lang
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phakathi neKwaZulu-Natal, esikhulun
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inhlolokhono isenziwa ngaso isiNgis
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yokuthi zase zinezingane okudinga z
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zonke izinsuku. Uma abafundi sebefu
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enza iphutha lo mfundi kwakuyinduku
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1.14 INHLOSO YOCWANINGO NALAPHO LUG
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� Isahluko sesihlanu sethula umbi
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2.1 ISINGENISO Esahlukweni esedlule
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Njengoba sengike ngachaza, ucwaning
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kokubuka othisha ngenkathi befundis
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) nokufunda okubhaliwe ngesiNgisi u
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ngokuqondisisa (comprehension), uku
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Ngaphandle kolwazi abafundi abavele
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ngayo lapho befunda ulimi lwabo iba
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ULevine nabanye (2000) bathi: “Th
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uzoveza ulwazi olusha kulo mkhakha
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2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
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ezincane. Isibonelo, izinhlamvu (le
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kuphela, kodwa nomuntu omdala uyafu
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uvele ukhona embhalweni (does not r
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ngolimi, amakhono okuhlaziya amagam
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usedlulile ebangeni lesithathu esik
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kodwa nasezincazelweni nasekwakhiwe
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Ububi bale ndlela yilobu obulandela
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2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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2.4.6. I-WHOLE LANGUAGE APPROACH I-
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2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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ekufundiseni ukufunda emabangeni om
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2.5.3 AMASU ASETSHENZISWA NGEMVA KO
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ucwaningo luveza ukuthi abakwenzayo
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3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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semfundo njengoba onke amanye amakh
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umcwaningi aqonde kahle ukuthi othi
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kahle konke abakushoyo. UFilstead (
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akusiwona amagama angempela ngenxa
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lungathathwa njengeziqalo zocwaning
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ongumhlanganyeli wocwaningo bavumel
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ngalokhu ocwaningwayo akushilo, aza
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lwasekhaya. Lokhu kwakuzosiza ekuth
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kuyindawo esengake ngahlala kuyo. N
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engingakaze ngizwe ngayo phambilini
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yokulandelisa, eyayilandela umbuzo
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kwalawo ma-themes athe ukujula impe
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ingakwazi ukwenabela kubantu, noma
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4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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feminists, yama-constructivists, ya
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ewufundayo, indawo lapho esuke ifun
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ulwazi olusha nolwazi abavele benal
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ndawo lapho lukhulunywa khona kanti
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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ngoba konke lokhu kuzomsiza ekuthen
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ibeka ukuthi ulwazi lwemisindo lush
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I- Teachers Handbook for Teaching R
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ngaphandle kukankamisa ‘i’. Unk
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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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Kwesinye isikhathi ngiye ngenze sam
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efunda ngabodwana. Imvamisa bafunda
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Baye baphendule imibuzo...mhlampe k
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anolwazi oluthile ababelana ngalo a
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5.2.6. UKWENZA IKILASI LIKUFANELE U
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ayijwayele ukuba nenkinga esikoleni
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ngokungangingizi kanye nokufunda ng
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asebenzisa ziphi izindlela namasu,
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okwenzeka kulezi zikole zombili, ko
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Ngezansi yisibonelo semisindo eyayi
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elehlukile, njengokuthi nje enze ok
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L: Ngephini T: Yebo iphini L: Pheph
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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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Lokhu kwaveza umqondo wokungahleli
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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Reading Rockets, 2009; Zimmermann &
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6.2.2.4 NGOLWESINE NgoLwesine uthis
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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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Page 301 and 302: 7.3 IQOQA LESAHLUKO Kulesi sahluko
Page 303 and 304: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
Page 305 and 306: yokufundwayo njengokuthi zizakhele
Page 307 and 308: phambili ekwakhiweni kolwazi olusha
Page 309 and 310: okubhaliwe. Kanjalo no-Inglis naban
Page 311: for Learning; kanjalo ne-National R
Page 315 and 316: La mazwi akhombisa ukuthi kade yaba
Page 317 and 318: Nokho-ke lokhu akusho ukuthi ukufun
Page 319 and 320: Ngakho-ke ngenxa yokungabi naso isi
Page 321 and 322: 8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
Page 323 and 324: ukukhuluma afana namabizo athile, i
Page 325 and 326: sezingxoxo ezaba ngemumva kokubukel
Page 327 and 328: La mazwi angenhla angethusa ngoba a
Page 329 and 330: siyazifaka izinyanga zonyaka zesiZu
Page 331 and 332: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
Page 333 and 334: Nakuba ngokwabo beziveza izizathu z
Page 335 and 336: ngokuzokwenzeka embhalweni, ziseben
Page 337 and 338: oluzobheka izindlela zokufundisa ok
Page 339 and 340: yini ngenxa yezilimi zabo ezingeson
Page 341 and 342: IMITHOMBO ESETSHENZISIWE Abadzi, H.
Page 343 and 344: Barone, D. (2002). Literacy Teachin
Page 345 and 346: Bohannan, J.N. (1993). Theoretical
Page 347 and 348: Cohen, L., Manion, L. and Morrison,
Page 349 and 350: Dickinson, D.K. and Neuman, S.B. (2
Page 351 and 352: Fecteau, M.L. (1999). First and Sec
Page 353 and 354: Hamlyn, M. (07 January 2010). Motsh
Page 355 and 356: Kukan, L., and Beck, I.L. (1997). T
Page 357 and 358: Magubane, K. (2008). Major Plans to
Page 359 and 360: National Reading Panel. (2000). Tea
Page 361 and 362: Pardo, L.S. (2004). What Every Teac
Page 363 and 364:
RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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5. Ngesikhathi sezingxoxo wawubeke
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Seating arrangement Does the seatin
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The study will benefit the school i
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• Findings will be disseminated t
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• The school will have an opportu
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Uma unemibuzo mayelana nalolu cwani
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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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